Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2840
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dc.contributor.authorSteinkuehler, Constance
dc.contributor.authorKing, Elizabeth
dc.contributor.authorAlagoz, Esra
dc.contributor.authorOh, Yoonsin
dc.contributor.authorChu, Sarah
dc.contributor.authorZhang, Bei
dc.contributor.authorBakar, Aysegul
dc.contributor.authorMartin, Crystle
dc.date.accessioned2020-01-08T21:54:17Z
dc.date.accessioned2020-01-09T14:13:32Z-
dc.date.available2020-01-08T21:54:17Z
dc.date.available2020-01-09T14:13:32Z-
dc.date.issued2010-06
dc.identifier.citationSteinkuehler, C., King, E., Alagoz, E., Oh, Y., Chu, S., Zhang, B., Bakar, A., & Martin, C. (2010). Using a designed, online games based affinity space as a quasi-natural ethnographic context and experiment lab. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 330-331). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.2.330
dc.identifier.urihttps://repository.isls.org//handle/1/2840-
dc.description.abstractThis poster outlines an two-year ethnography of an informal after school lab for adolescent boys using the online game World of Warcraft. The purpose of the lab was to promote academic interests and practices to participants who were generally disengaged in traditional school settings. A variety of data was collected including chatlogs, multimedia fieldnotes, etc. The data was coded and analyzed, and general findings show that academic skills were used in a non- academic setting.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleUsing a designed, online games based affinity space as a quasi-natural ethnographic context and experiment laben_US
dc.typePostersen_US
Appears in Collections:ICLS 2010

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